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DOCUMENT RESUME

ED 359 162 SP 034 600

AUTHOR Marlett, Dana M.TITLE Causes of Anxiety for Transfer Students: Implications

for Teachers.PUB DATE 93NOTE 38p.

PUB TYPE Reports Research/Technical (143)Tests /Evaluation Instruments (160)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Anxiety; Educational Research; Elementary School

Students; *Emotional Response; Intermediate Grades;Junior High Schools; Junior High School Students;Parent Role; Peer Acceptance; School Orientation;*Student Adjustment; *Student Needs; StudentProblems; Student Reaction; *Teacher Role; *TransferStudents

ABSTRACTThe purpose of this study is to find out from

transfer students exactly what they are afraid of or nervous aboutwhen they start over in a new school and examines the implicationsthese anxieties may have for teachers. During the transition,transfer students often suffer social, academic, and emotionaldistress which can impede their adjustment process and integrationinto the new classroom. With the support of parents, teachers canfacilitate the adaptation process by anticipating anxieties that newstudents may experience and addressing these concerns before theybecome a hindrance. In order to identify possible anxieties oftransfer students, 30 males and females, grades 4-7, of various racesand socioeconomic backgrounds completed surveys which asked them toexplain what they worried about during the switch to a new school.The findings showed that peer relations was the main concern followedby teachers and faculty, academics, and school layout. The underlyingtheme in their responses was an overwhelming sense of uncertaintywhich teachers can lay to rest with integration techniques such as abuddy system, parent/teacher or student/teacher conferences, schooltours, and other welcoming activities. A New Student Survey isappended. (LL)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Transfer Student Anxieties 1

Causes of Anxiety for Transfer Students:

Implications for Teachers

Dana M. MarlettUniversity of Virginia

Curry School of Education

U S DEPARTMENT OF EDUCATIONOrrice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERICI

C Thu document has been reproduced asrecetued from the person or organtratrongugtnattng It

C Mulct, changes have been made to anprovereoroducton qualtty

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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

7klutictt-

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."


Abstract

During their transition to a new school, transfer

students often suffer social, academic, and emotional

distress which can impede their adjustment process and

integration into the new classroom. Teachers, with the

support of parents, can facilitate the adaptation

process by anticipating anxieties that new students may

experience and addressing these concerns before they

become a hindrance. In order to identify possible

anxieties of transfer students, 3.0 male and female

fourth, fifth, sixth, and seventh graders of variant

races and socioeconomic backgrounds completed surveys

which asked them to explain what they worried about

during the switch to a new school. The findings showed

that peer relations was the main concern followed by

teachers and faculty, academics, and school layout.

The underlying theme in their responses was an

overwhelming sense of uncertainty which teachers can

lay to rest with integratior techniques such as a buddy

system, parent/teacher or student/teacher conferences,

school tours, and other welcoming activities.

t


The Problem

Need

"Points of transitions or 'normative life crises'

have been characterized as periods of psychological

disequilibrium marked by both an increased opportunity

for psychological growth and a heightened vulnerability

to psychological disturbance" (Felner, Primavera, and

Cauce, 1981, p. 449). Whether or not a student

experiences success or failure during this adjustment

period depends heavily upon the teacher's and family

members' support.

At some point during their teaching career, every

educator welcomes a new student into their already

established classroom. They take in a child who is

unfamiliar with the school and its inhabitants; who is

used to different texts and teachers; who has few

friends and no sense of belonging; and who may be

undergoing serious familial changes at home. To

provide a productive academic environment for this

newcomer, teachers must facilitate the transition

process and quickly integrate the child into their

class.

However, obstacles often arise during this

adjustment period in the form of anxieties. During a


school transfer, children usually experience social,

academic and emotional distress that can hinder their

adaptation to the new class. By examining the roots of

these anxieties, specifically what children are

concerned about, teachers can implement practical

procedures to settle the child into the classroom

quickly and securely.

Purpose

The purpose of this study is to find out from

transfer students exactly what they are afraid of or

nervous about when they start over in a new school. We

know that they usually experience social, academic and

emotional anxieties; but not much has been done to

uncover the particulars of these stressors. This study

will determine the particulars and the implications

these anxieties may have for teachers.

Hypothesis

By breaking down general fears and concerns into

specific obstacles that transfer students encounter

when changing schools, teachers can develop practical

solutions or preventative measures for integrating the

child into the new classroom. Through knowing what to


expect from a transfer student, teachers can avoid many

problems that hinder a new students learning process.

The primary source, actual transfer students, provides

the most valid responses that can be utilized for

helping the next transfer student. It is my intent,

therefore, to go to these students and find out what

causes anxiety for them when they enroll in a new

school. Before this can be done, one needs to review

available literature and formulate a resource et basic

knowledge concerning transfer students.

Ei

I


Review of Literature

According to Warren-Sohlberg and Jason (1992), an

estimated six million children, ages five to thirteen,

will transfer to new schools annually. Over six

million children will leave close friends and

accustomed school environments to begin anew in an

unfamiliar school with no companions. Keat, Crabs, and

Crabs, (1981) explain: "These children, confronted

with few friends, a different living environment (and

perhaps climate), and the trauma of the move itself,

frequently become anxious and fearful of attending

school in this new location" (p. 319). Bartosh (1989)

also states that children experience anxiety when

changing to a new school. In order to create an

effective learning environment for these new students,

teachers are, in part, responsible for helping them

understand their fears and making their transition

process as smooth as possible.

In order to facilitate this transition, educators

need a basic foundation of knowledge regarding transfer

students. Since teachers are often not informed about

a new student's personal or familial history, they

should recognize possible reasons for student transfers

and how different motives affect the transition

process. They must also be aware of possible


emotional, social, and academic responses exhibited by

transfer students, and understand the role that parents

play in this adjustment period. Most importantly,

educators are responsible to utilize this information

for practical implementations in their classrooms which

may expedite the transition process.

Reasons for School Transfers

Jason (1992) classifies school transitions as

either scheduled or unscheduled. Scheduled transitions

occur when an entire class of students graduates from

an elementary or junior high school and enters the next

grade level in a different school. Whereas,

unscheduled transitions typically involve one student

in isolation leaving a school and/or community and

relocating in another one. These transitions occur in

the middle of the school year or after summer break,

usually with no planned orientation. However, a

scheduled transition often provides an adjustment

period or freshman orientation program for new

students.

Warren-Sohlberg and Jason (1992) conducted a two

year study in twenty inner-city elementary schools in

Chicago. Four hundred and fifty-one third, fourth, and

8


fifth graders were asked why they transferred to a

different school and measured how they were adjusting

in terms of self-esteem and academics. They discovered

that students in scheduled transitions, such as

graduations or school closings, performed better

academically than children who experienced unscheduled

transfers.

This relative success can be attributed to several

factors. Bartosh (1989) explains how "this group

arrives with the feeling of security of numbers and

friends reuniting and an ownership fostered by family

roots and history in the school/community" (p. 94).

Students have peer as well as family support systems to

help make a smooth transition. The adjustment periods

and group orientation programs also account for higher

success rates because they prepare students and

teachers for the transfer process. On the other hand,

students who undergo an unscheduled transfer are more

likely to experience difficulty adjusting and tnerefore

demand closer attention.

Most of the current literature provides common

reasons for transferring to another school. Allan and

Bardsley (1983) quote the U.S. Department of Labor in

1977 in saying that the predominant reason for moving

is related to the employment of one of the parents.

Beem and Prah (1984) explain that parents transfer

5


their children because "of an improved job opportunity;

the result of a divorce, death or economic necessity;

or simply a move to a new neighborhood" (p. 310). The

majority of the available literature follows the same

line of thinking.

However, Jason (1992) offers a different opinion

about the most popular reasons for transfers. He

provides an analysis of reasons for individual

transfers by breaking them down into seven categories,

"finances, peers, academics, religion, schools

themselves, family, and apartment/house" (p. 72). He

then provides the frequency of each reason as cited by

parents in a Chicago-based study.

Surprisingly, family, peers, and finances were

least often reported as motives by parents.

Specifically, family reasons included "divorce,

remarriage, other breakup of household, other joining

of households, and other reasons involving the family"

(p. 72). The peers category, also low in frequency,

included reasons such as "trouble with kids from old

school, wishing to be with kids at new school, and

other reasons involving peers" (p. 72). Finally,

reasons listed in the finances category were "new job,

lost job, promotion, demotion, and other financial

reason" (p. 72). Jason's study unexpectedly reveals

family, peers, and finances as reasons given least

A

TraIsfer Student Anxieties 10

frequently for individual transfers.

In this study, schools themselves were the most

popular reason given by parents for transferring their

children to another school. Specific reasons included

"old school closed, problems with teacher at old

school, problems with principal at old school, problems

with policy at old school, location of old school,

attracted to personnel of new school, location of new

school, wanted a private school, and other school

reasons" (p. 72). According to Jason (1992),

dissatisfaction with the public school system is

widespread; and many parents who have the capability to

do so, are transferring their children to private

schools.

Religion and academics are categories closely tied

to many transfers from public to private schools a..

well as general transfers among public school systems.

Many parents moved their child to a different school to

challenge them more academically. Only a small number

made the switch to avoid retention in a grade. Many

parents were attracted to the structure of Catholic

schools. Others simply wanted their children to

experience religious training.

Jason (1992) provides a useful typology of reasons

for school transfers, however, I am inclined to believe

that the numbers are higher than figures for the

Transfer Student. Anxieties 11

general American public for a number of reasons. Many

of his categories are associated, as seen earlier, with

public to private school transfer; and are limited to

subjects from his study in Chicago. Also parents and

children may be more likely to provide a non-

threatening motive such as "a need for a fresh start"

instead of offering a potentially embarrassing reason

such as family problems or financial difficulties.

Certainly, divorce and abuse occurs in various families

and should be recogn4.zed as possible unspoken reasons

for switching schools. Teachers need to be aware of

other possibilities and their significance in the

school transition process-

Child Responses to School Transfers

Regardless of the specific reason, an unscheduled

school transfer causes stress for children and adults

alike. Sloan, Jason, and Bagot (1984) claim:

School mobility emerged as the fourth most

significant childhood problem (from a list of

35 life events) when ranked by parents of

elementary-aged youngsters. (They) found

that mobile families are significantly more

likely to exhibit behavior problems than

those families who did not change residence.

I 2


Also...teachers rate mobile children as less

well adjusted than non-mobile children.

Motile children are also more likely to

experience decreases in grade point average

(p. 48).

Children are obviously affected emotionally, socially

and academically when they undergo a school transfer.

The circumstances surrounding it can only complicate or

ease the transition process.

Whether or not a student's move is accompanied by

divorce, death in the family, or financial instability;

it will be traumatic (Bartosh, 1989). The child is

being separated from friends and adults who are

trusted, only to find a new school where they do not

know anyone. They will also ,- unfamiliar with school

procedures, schedules and teacher requirements. As

Bartosh (1989) describes, "They become visible in their

confusion and aloneness as they look for rooms and eat

alone in the cafeteria" (p. 94). The new student is

certainly aware of this visibility and undoubtedly

feels embarrassment, fear, insecurity, or other

stressful emotions.

The emotional response of a child experiencing an

unscheduled school transition is complicated and worthy

of attention: Bowlby (1980) draws a parallel between

moving for young children and the experience of death


and grief. When a child experiences a loss of place

security and continuity with psychological roots, he or

she often responds with anger, sadness, hurt, and

withdrawal (Allan and Bardsley, 1983). They need to

grieve their loss in order to heal just as someone

mourns the loss of a loved one (Bowlby, 1980).

Not only may the new student experience sadness

and grief, but also anger and frustration due to a lack

of control and unanswered questions. Beem and Prah

(1984) explain:

From the child's point of view, the family's

decision to move is an arbitrary one. Adults

may discuss with each other the pros and cons

of a move, but the child is expected to

accept the parents' decision. At the time of

relocation, a child's sense of control is

threatened (p. 310).

Of course a child is not one to decide whether or not a

move would be advantageous for the entire family.

However, listening to a child's concerns and

empathizing with their anxieties helps to ease their

worries.

Unfortunately, young children have a difficult

time verbalizing what they are feeling emotionally,

which makes it difficult for parents or teachers to

understand. When questions go unanswered or are

14


misunderstood, feelings of frustration emerge for both

the child and the adults. If a child has never

experienced a move or school transition, they may have

trouble conceptualizing the process and develop more

questions.

Beem and Prah (1984) translate questions like

"Will I have the same room? Will the movers take the

bathtub? Will I have a friend to play with? When I

move away, will I still be me?" into language that can

be heard by adults. "The child really wants to know:

`What's happening to me? Am I safe? Who will take

care of me? What can I do?'" (p. 310). Children who

make an unscheduled transition will probably ask these

questions and more. If parents and teachers do not

help the child find answers, the child may suffer even

more emotional turmoil.

Unfortunately, many children who experience a

school transfer show signs of unresolved psychological

and emotional pain (Allan and Bardsley, 1983). This

disturbance can be displayed in two fashions. If the

child is angry or obsessed with returning to their old

school, they may physically hit and bully other

children, brag or lie. More introverted children tend

to withdraw and fantasize (Allan and Bardsley, 1983).

Clearly, it is essential that parents and teachers be

made aware of the emotional effects school transitions

15

1


can have upon these children.

School transitions also have social effects upon

new students. We have already seen the emotional

distress a child experiences. Now, let us look at the

link between emotional anxiety and social success.

Sloan, Jason and Bogat (1984) conducted a study which

revealed a close tie between the two. New students'

"level of anxiety was negatively correlated with

general attitudes toward school, peers, and the social

structure and climate of the school" (p. 58). This

suggests that emotional turmoil can impede a new

students ability to make new friends and successfully

adjust to a new school setting.

Socialization is critical for making the

transition to a new school. However, it can be

extremely difficult to do as we have just seen. Bayer

(1982) stresses the burdens new students endure during

the transition process. Not only is the child

adjusting to a new school setting, "but also to the

entire social and physical environment...outside the

nuclear family. The child who moves must undertake the

important task of re-establishing his sense of

neighborhood and place identity" (p. 10). For a child,

this can prove to be a difficult process.

This is especially true for youngsters who do not

perform well academically. Warren-Sohlberg and Jason


(1992) discovered in their study "How the Reason for a

School Move Relates to School Adjustment" a correlation

between school transitions and academic success.

Students who experienced a scheduled school transition

(such as a school closing or graduation) performed

better academically than those who transferred

individually. However, all transfer students' grade

point averages dropped the first grading period.

"Regardless of the reasons for moving, all transfer

students (in this study) suffer in the grading process

when they change schools" (p. 82). For most young

children, this inadequacy would cause even more anxiety

and lower their ability to adjust quickly to a new

school.

Furthermore, studies have revealed an association

between academic success and social competence

(Gresham, 1988). Jason (1992) explains: "Research

suggests that children with high academic achievement

tend to be better liked and to interact more positively

with peers than do low achievers" (p. 33). Teachers

have all seen children who do poorly in school withdraw

or become disruptive, two behaviors that are typically

disliked by other children. Whereas, children who

succeed academically tend to have higher self-esteem

and to take risks more easily (Jason, 1992).

Therefore, transfer students who suffer academically in


their new school, may suffer socially as well.

Obviously, the transition process is an extremely

stressful and difficult task for children to undertake

alone. Part of the burden of guiding students through

this turmoil rests upon the shoulders of the new

classroom teacher. It is the teacher's responsibility

to create an environment conducive to learning for all

students.

However, we are not simply dealing with an

isolated student in a school setting. We are also

dealing with a child who is affected by various factors

at home, in which parents must play a role. If there

has been a geographic relocation of the family, the

child must not only adapt to a new school, but also to

a new home and neighborhood. Cornille, Bayer, and

Smyth (1983) explain: "social isolation and other

factors that might accompany geographic relocation can

have a profound long-term detrimental effect on the

psychological, behavioral, and academic functioning of

young people" (p. 230). As teachers, we need to be

aware of these factors affecting the child at home, and

how they affect them at school.

Sometimes, the child is also coping with parents

who have separated or divorced; who are alcoholics or

drug addicts; who are suffering financially; or who are

physically abusive to other family members. Each of


these factors in isolation is stressful to a child, let

alone in conjunction. Add these to a school transfer

and we can imagine why some transfer students have a

difficult time adjusting (Cornille, Bayer, and Smyth,

1983).

Although teachers may struggle with helping a new

student adjust, we must remember that we are not alone

in this process; parents and family certainly play an

integral role as well. Divorce or poverty in a

student's home may be beyond the teachers' control, but

parents and other family members are able to support

their child and to provide a loving and nurturing

environment.

Teachers are responsible for creating a safe and

supportive classroom environment for their students.

They must help facilitate the academic, social, and

emotional transitions that a transfer student

experiences in their school. However, parents and

family members are also needed to help their children

through this process by reinforcing the teacher's and

student's progress outside of school and by supporting

their children emotionally at home.

As we have seen, when a child transfers to a new

school, he or she most likely experiences emotional,

social and academic distress. Teachers need to be

aware of these anxieties and provide assistance to

1 171


facilitate the student's adjustment to school.

Meanwhile, parents need to address situations at home

that may compound these anxieties and work with

teachers at school to help the child make a healthy

adjustment.

In order to achieve these goals, I believe we need

to go directly to the transfer students and ask them

how they feel during a school transfer. What are their

greatest fears when starting over again in a new

school? What do they worry about the most? What makes

them nervous or troubled? These questions should be

answered by the children who are currently in the

transition process in order to create practical steps

for teachers to take when they encounter a new student.

My hypothesis is that their answers will allow teachers

to create natural methods for easing a new student into

their class and reducing their anxieties.


Design of the Study

Sample

In order to address the purposes of this study, a

sample of transfer students from five different schools

were surveyed in Charlottesville, Virginia. The

students consisted of thirteen males and seventeen

females within grades four through seven. While there

were twelve fourth graders and twelve fifth graders,

there were only two sixth graders and four seventh

graders. This low response rate from the middle school

means that their data will be included in the analysis

of results; however, it will not be possible to make a

valid comparison between elementary and middle school

transfer students. The socioeconomic, academic or

racial background of the sample was not the focus of

this study and was not controlled for.

Measures

The New Student Survey (Appendix A) consisted of

nine questions focusing upon causes of anxiety that

transfer students may have experienced during the

transition process. In order to gain some background

knowledge of the subjects and determine the sample

2


characteristics, the first four questions requested the

date the survey was taken, the child's grade, their

gender, and date of commencement in their new school.

A reason for leaving their former school was also

requested in order to compare with the conflicting

results found in the literature review.

The fruit of the survey rests in question six in

which students were asked to list the five biggest

fears or things that they worried about when they

switched to their new school. Again, the purpose of

this study is to determine specific causes of anxiety

for transfer students. They were then asked to place a

star next to any of their responses that actually

occurred to ascertain which sources of anxiety demand

closer attention.

Students were also asked if they were shown around

school on their first day to determine if the schools

had implemented any assistance techniques to integrate

transfer students. Finally, in order to judge whether

or not the students in this survey sample had adjusted

to their new school, they were asked to describe how

they feel about their school now. Nevertheless, the

main focus of this study is to determine what children

are afraid of or nervous about when they switch to a

different school.


Design

The survey questions are designed to be examined

in terms of response frequencies. Each response to

"Why did you leave your old school?" will be copied on

another sheet of paper, but not repeated. In other

words, once a response such as "job transfer" is given,

it will accumulate tally marks rather than be recopied

over and over. This. same procedure will be Lsed for

their list of fears and how they feel about their

school now. This should produce a list of all answers

supplied in open-ended questions and the number of

times they were provided in the surveys. This list of

responses will then be used to reveal any emergent

themes or natural categories found within the answers.

Analysis

Of the eighty surveys administered, thirty were

completed and returned, yielding a response rate of

approximately 38%. One possible explanation for the

low response rate is the use of parental permission

forms. Although blanket permission to collect data

from the public school system was provided from the

central office, some individual principals requested

parental permission for their children to complete a

2'


survey. The procedure of taking the slips home, having

them signed, and bringing them back may have caused

some to be lost or discarded along the way.

Nevertheless, with the thirty surveys returned, it was

possible to record the frequencies of responses as

detailed above and uncover some emergent themes.

Summary

Each open-ended question in the survey attracted a

variety of replies which demand closer examination. In

the following section, these results will be analyzed

and discussed in depth, focusing upon the emergent

themes and categories of responses. Information of the

sample surveyed will be constructed from answers they

provided as well as used to make comparisons among age

groups, gender, and reasons for leaving their old

school. The information gathered from the surveys will

finally be used to discuss implications for teachers

and how to help integrate new children into the

classroom.

24


Analysis of Results

The study presented here yielded somewhat

predictable, yet valuable results about why students

transferred, what they were anxious about, and how they

feel about their school now. As seen earlier in the

review of literature, authors provided conflicting

results about popular reasons for changing to a

different school. The majority of articles cited job

transfers and tamilial changes as the impetus for

transfer, whereas others claimed dissatisfaction with

the current school system. The results from this study

showed "Family Move" to be the predominant reason,

owning 50% of responses.

Other responses were too few in number to warrant

validity as a common answer, but included: "Job

transfer" (5), "Did not get along with teacher/school

choice" (3), "Re-zoning" (2), "3rother had to go to

boy's home" (1), "Grandmother wanted me" (1), "Parents

got divorced" (1), "Military" (1), and "Not sure" (1).

It is my opinion that some of these responses are

intertwined. More than likely, many of these fourth

and fifth graders were not privy to the underlying

reasons for switching to a new school and simply

responded with "we moved." Answering the question "Why

did you move?" may have boosted the frequency for other


miscellaneous responses recorded above. Nevertheless,

the results coincide with most of the literature

reviewed earlier and supports findings of "family moves

and job transfers" as the most often-cited reason for

transferring.

Once a child realizes they have to leave their

current school and begin again in a different one, they

find themselves asking quite a few questions. The

results from this survey shed some light on the

specific questions and worries that these transfer

students experienced during this transition process, as

well as illuminate common themes or natural categories

of anxieties.

While recording the frequency of responses from

the surveys, certain themes or classifications began to

emerge. Several comments made by students related to

comments made by other students which created natural

categories of responses. For instance, answers such as

"not making friends", "not having friends", "leaving

friends", "not knowing kids", and "fitting in"

naturally formed a group of responses under the heading

of "Friends/Peers."

Another group of responses, "Teachers/Faculty,"

included common responses like "teacher will dislike

me", "teacher will be mean", "I might dislike the

teacher", "not knowing the counselor", "not knowing the


principal", and "getting in trouble with the teachers."

All of these answers given by the students surveyed

grouped together naturally.

Several responses were related to schoolwork and

therefore fit into the category of "Academics." This

group included responses such as "hard work", "lots of

work", "making good grades", "making bad grades",

"buying new school supplies", and "being bored." As

one can see, each answer is subtly different, yet

naturally fits together into one group.

The final naturally emerging category from the

anxieties provided by transfer students was related to

"School Layout," hence the heading for this group.

Included in this family were "getting lost", "going in

the wrong room", "where is P.E.", "where is my

classroom", and "knowing my way around." Remaining

responses were categorized into the "Miscellaneous"

category which includes "not knowing what was going

on", "adjusting to school", "being kidnapped", and

"getting hurt." Only three students surveyed responded

with "nothing" or "do not know how to respond."

All together the emergent groups from the survey

responses are "Friends/Peers", "Teachers/Faculty",

"Academics", "School Layout", and "Miscellaneous." The

most often cited response for causes of anxiety are

included in "Friends/Peers" group. Out of 109

27


responses given in total, 44 of these were related to

friends or peers. This means that 40% of the students

worried about friends and peers during their transition

process. Approximately 20% of the students claimed to

have felt anxious about teachers or other members of

the faculty. Nearly 16% of those students surveyed

listed anxieties related to academics. Roughly 12% of

the students claimed to have been worried about dealing

with the school layout. Finally, another 12% of the

responses were in the miscellaneous category.

The one characteristic that all of these responses

share is the feeling of uncertainty. The students were

not sure with whom they would socialize, what the

teachers would be like, what the work would entail, nor

how to find their way around school. These questions

or uncertainties may be rather difficult for some

adults to tackle; how can a child be expected to deal

with them alone.

Of the 30 surveys returned, two-thirds of the

students said they had been shown around on their first

day of school. Interestingly, the 33% who were not

given a tour of some kind around the campus explained

that they were "Happy", "Fine", "Wouldn't want to be

anywhere else", and other positive feelings about their

new school. In fact, every respondent described

positive feelings when asked how they felt about their


school now. How can this be explained if the

literature, as well as this study, stresses the

importance of integrative measures to be taken by the

teacher?

First of all, one fourth grader checked "Yes" for

the question "Did someone show you around your new

school on your first day?" However, she added in the

margin "They showed me to my room." This may imply

that some of the younger (or even older) children were

unsure as to what exactly entailed "being shown

around." The question was intended to identify

students who underwent a formal tour of the school for

orientation purposes. Thus, the numbers may actually

be lower than 67% suggesting a need for more

involvement on behalf of the teachers and

administration in familiarizing the new student with

their school.

Secondly, Cornille, Bayer and Smyth (1983)

conducted a nationwide survey about the adjustment

period of new students. Their findings showed that the

"average" newcomer exneriences an adjustment period for

peer relationships for 23 days, and academic adjustment

for 17 days. Unfortunately, it was extremely difficult

to find a large sample of transfer students in the

middle of this transition period. Of the surveys

returned, the majority of them stated that they changed


schools during the Fall or before Christmas, and the

surveys were completed in March. Therefore, the

respondents of the surveys had already completed this

adjustment period and consequently were more likely to

report satisfaction with their new school.

The respondents may have already adjusted to their

new environment, however, they did provide some useful

answers in their surveys. The results supported

current literature findings that "Family Moves" is the

most popular reason for children changing schools. The

students also provided valuable information concerning

their fears and anxieties during a transfer. The most

common concern for transfer students was about friends

and peers. Teachers and faculty caused the second

greatest amount of anxiety for transfer students.

Students were strongly concerned about academics and

the school layout as well. These anxieties may have

hindered some students from settling into their new

school as quickly as possible; it is up to the teachers

and parents to facilitate this process. Suggestions of

how this can be done will be addressed in the next

section.


Summary and Conclusions

When a teacher welcomes a new student into their

classroom, they can integrate the child more quickly

and easily if they are aware of anxieties that the

child may be experiencing. A transfer student tends to

suffer social, academic, and emotional distress during

a school change; as well as any compounding factors at

home such as divorce, or financial difficulties. These

stressors can impede learning, the primary purpose of

attending school. However, if a teacher is aware of

these possibilities, he or she can address them

immediately and expedite the transition process for the

student.

The results of this study show that new students

are primarily concerned with friendships. They worry

about making new friends, not having friends, leaving

old friends, and generally fitting into a new peer

environment. With this in mind, teachers and other

faculty members can help ease some of the anxiety by

providing a buddy system or some other method of social

interaction.

A buddy system allows an established student to

accompany the newcomer to class, lunch, recess and

other activities during the first day or two of school.

Some schools designate an outgoing and compassionate

31


student to undergo a special training process to be a

buddy. As Bartosh (1989) explains:

Instruct student guides about items to be

shared and specific people to whom they

should introduce the new student.... These

people...should include: principal,

assistant principal, all counselors, nurse,

coaches, class advisers, librarian, lunch

ticket person, bus driver, and any

specialists (p. 96-97).

One might use a checklist for the buddy and newcomer to

complete as they tour the building and meet the

faculty. The purpose of the buddy system is not only

to familiarize the new student with his or her new

school, but also to provide social interaction and

remove some anxiety about possibly being alone.

Transfer students are also very concerned about

their new teachers and other faculty members. They

wonder if the teacher will like them and if they will

like the teacher. New students tend to go through a

trial and error system of figuring out the class' rules

and procedures. They often ask directions to be

repeated or feel flustered when everyone else follows

the "unknown routine" flawlessly. One teacher's

requirement may be another teacher's pet peeve, and the

new student has to figure out his or her new teacher's

32


quirks quickly.

An easy way to remove some of the anxiety that

newcomers may feel towards their teacher is through a

conference. If possible, arrange a private conference

with the student and his or her parents before the

child comes to school, or immediately thereafter. Ask

the student to describe his or her former school and

teacher. What did you like about your old school?

What do you miss the most? Allow the child some time

to deal with these feelings of separation while

simultaneously showing him or her that you value his or

her presence in your class. Spend some time reviewing

the school handbook, if one is available. The purpose

of the conference is to make the new student feel

welcome and at ease in your classroom with you as his

or her new teacher.

Closely tied to this process are anxieties about

academics. New students worry a great deal about the

workload, how hard it is, how heavy it is, if they will

make good grades, or if they will make bad grades.

Describe your own class procedures; provide a written

outline or schedule of daily class activities and list

of school supplies. Familiarize the student with any

new texts and the class' location in each. Try to

involve the new student as quickly as possible rather

than waiting until "the next unit begins."

4


After school tutoring may be helpful to bring the

child up to the progress of the whole class. Jason

(1992) advises home-based tutoring with parents. If

time permits, parents should expect to spend a certain

amount of time nightly with their child, going over

homework and assignments. The support at home is

equally as important as the assistance provided at

school, and should be discussed in depth during the

conference(s).

Finally, a common source of anxiety among transfer

students is the school layout. They have a fear of

getting lost, walking into the wrong room, not being

able to find P.E., and generally appearing aimless in

front of their new peers. Obviously, the easiest way

to combat this problem is to provide a map of the

school building and grounds for the new student.

However, it may be even more helpful to spend some time

with the student touring the building. This can be

done with the buddy or teacher and parents. Overall,

the student will feel more comfortable and confident in

front of his or her new friends after touring the

building a bit with someone who can explain the layout.

The common thread in all of the anxieties of

transfer students is the overwhelming uncertainty.

They mainly worry about new peer environments, new

teachers, new books and assignments, and a new school


building. All of these are unfamiliar to the newcomer

and cause a certain amount of uneasiness which can

hinder the adjustment process. However, as teachers we

have the ability and the duty to facilitate this

process and integrate the new student into the class

successfully.


References

Allan, J., & Bardsley, P. (1983). Transient children

in the elementary school: A group counseling

approach. Elementary School Guidance and

Counseling, 17(3), 162-168.

Bartosh, F. (1989). The new kid on the block: Easing

the transition for transfer students. NAASP

Bulletin, 73(518), 94-97.

Bayer, A. E. (1982). A school transfer typology:

Implications for new theory, revised research

design, and refocused school policy and practice.

Beem, L. M., & Prah, D. W. (1984). When I move away,

will I still be me? Childhood Education, 60.

Bowlby, J. (1980). Attachment and loss: Vol. 3:

Loss, sadness and depression. New York: Basic

Books.

Cornille, A. T., Bayer, A. E., & Smyth, C. K. (1983).

Schools and newcomers: A national survey of

innovative programs. The Personnel and Guidance

Journal, 62, 229-236.

A


Felner, R. D., Primavera, J., & Cauce, A. M. (1981).

The impact of school transitions: A focus for

preventative efforts. American Journal of

Community Psychology_, 9(4), 449-459.

Gresham, F. M. (1988). Handbock of behavior therapy in

education. New York: Plenum.

Jason, L. A. (1992). Helping transfer students. San

Francisco: Jossey-Bass Publishers.

Keat, D. B., Crabbs, M. A., & Crabbs, S. K. (1981).

Facilitating the adjustment process of new

students. Elementary School Guidance &

Counseling, 15, 319-323.

Sloan, V. J., Jason, L. A., & Bogat, G. A. (1984). A

comparison of orientation methods for elementary

school transfer students. Child Study Journal,

14(1), 47-60.

Warren-Sohlberg, L. & Jason, L. A. (1992). How the

reason for school move relates to school adjust-

ment. Psychology in the Schools, 29(1), 78-84.

.,'1


Appendix

New Student Survey

Please answer the following questions:

1. What is today's date?

2. What grade are you in?

3. Are you a boy or a girl?

4. When did you start going to your new school?

5. Why did you leave your old school?

6. List the 5 biggest things that you worried about when you

switched to your new school. In other words, what were you

afraid of?

1.

2.

3.

4.

5.

7. Put a star next to any of your answers in number six that

turned out to be true.

8. Did anyone show you around your new school on your first day?

Yes No

9. How do you feel about your school now?

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